Recent changes to the criteria for engineering accreditation in Canada emphasize continuous curriculum improvement through outcomes-based assessment. In this paper, we show how the CDIO approach not only enables continuous improvement, but can assist Canadian engineering programs with the overall graduate attributes assessment process.
Pages:
12
Affiliations:
University of Calgary, Canada
Keywords:
accreditation
Graduate Attributes
outcomes-based assessment
CDIO Syllabus
Year:
2011
Reference:
Canadian Engineering Accreditation Board, Website, http://www.engineerscanada.ca /e/pr_accreditation.cfm, 2011:
Canadian Engineering Accreditation Board, Accreditation Criteria and Procedures, www.engineerscanada.ca/e/files/Accreditation_Criteria_Procedures_2010.pdf, 2010:
ABET, Self-study Questionnaire: Template for a Self-study Report, 2011-2012 Review Cycle, available at http://www.abet.org/forms.shtml, 2010:
E. Crawley, J. Malmqvist, S. Ostlund, D. Brodeur, Rethinking Engineering Education: the CDIO Approach, Springer, 2007:
G. Cloutier, R. Hugo, and R. Sellens, “Mapping the relationship between the CDIO Syllabus and the 2008 CEAB Graduate Outcomes”, Proceedings of the 6th International CDIO Conference, École Polytechnique, Montréal, June 15-18, 2010:
G.M. Rogers, Assessment Planning Flow Chart, CD available at http://www.abet.org/ideal.shtml, 2004:
R. Brennan and R. Hugo, “The CDIO syllabus and outcomes-based assessment: a case study of a Canadian mechanical engineering program”, Proceedings of the 6th International CDIO Conference, École Polytechnique, Montréal, June 15-18, 2010.:
D.J. Newman and A.R. Amir, “Innovative first year aerospace design course at MIT”, Journal of Engineering Education, pp. 375-381, July 2001:
Bankel, J., Berggren, K-F., Engstron, M., Wiklund, I., Crawley, E.F., Soderholm, D., El Gaidi, K., Ostlund, S., “Benchmarking Engineering Curricula with the CDIO Syllabus”, International Journal of Engineering Education, Vol. 21, No. 1, pp. 121-133, 2005:
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